4. Questions of _recapitulation_ or review. In this way you ascertain whether your lessons are received, for the test is their telling it back to you in their own language. You question the lesson _into_ the minds of the scholars, and then question it _out_ again. Herbert, in his "Country Parson," gives us an illustration. After asking, "Since man is so miserable, what is to be done?" and the answerer could not tell, instead of telling him, he properly asked the following simple question, "What would he do if he were in a ditch?" This familiar illustration made the answer so plain that he was even ashamed of his ignorance; for he could not but say, "He would make haste out of it as fast as he could." Then he proceeded to ask whether he could get out of the ditch alone or whether he needed a helper, and who was that helper? This is the skill; and doubtless the Holy Scripture intends thus much when it condescends to the naming of a plough, leaven, boys piping and dancing, showing that ordinary things are to be washed and cleansed, and serve as lights for heavenly truths. 5. Questions with an _ellipsis_ are most useful in the review or summing up of the lesson, as, "He says, I am the good--_Shepherd_. Come unto--_me_," etc. 6. Questions may often be used to kindle the reflective faculties, to exercise the mind and to develope ideas. 7. And, lastly, questions _applying_ divine truth--softly, thoughtfully, and in a few words--should never be forgotten. Jesus did so and so. "_Do you?_" David said, "Oh how love I thy law?" "_Do you so love it?_" Solomon said, "Remember now thy Creator." Charlie, "_Do you love to remember your Creator?_" or "_Why not?_" etc. Not only are the character and adaptation of the question of great importance, but the manner and look of the eye and the tone of voice and the manner of receiving the answer. The manner should be kind, gentle, life-like, and winning; the look of the eye should beam with life and interest, while the tone of voice should bespeak great tenderness and sympathy. A cold, formal tone of voice will repel the answer, even with a good question. It should be sprightly, and respectfully familiar and natural. Children cannot endure coldness nor dullness nor dryness; therefore avoid all long pauses and sluggish manner and heavy voice. The way which you receive the answers will determine the question whether your scholars will freely answer you or not. Make the most of an answer unless it is absolutely wrong, and if wrong, say, "Will some scholar tell me why that answer is wrong?" Search out for all the points or hints of truth you can find in the answer of the child, and unfold it and hold it up in the most favorable and gracious light.